Codeswitching as a pedagogical practice: an innovative approach to bilingualism in public education.

Abstract

This study explores how intentional code-switching, as a pedagogical strategy, can enhance English language learning and foster an inclusive classroom environment for sixth-grade students in a public school in Bello, Antioquia, Colombia. Grounded in a qualitative, action research design, the study integrates code-switching within three purpose-designed teaching sequences to support conceptual clarification, active participation, and real-life functional use of English. Twenty sixth-grade students participated in the research, which used three instruments: an initial perception survey, a field diary documenting teaching sequences, and a final reflection survey. These tools collected evidence of how learners used their full linguistic repertoires to improve comprehension, motivation, and confidence. Data were analyzed through thematic analysis, revealing two central themes: the pedagogical value of code-switching and the creation of an emotionally safe, culturally responsive learning environment. The findings show that code-switching enabled students to engage more meaningfully with English, reduce anxiety, and participate actively, while also validating their linguistic identities. Furthermore, the project addressed structural inequities in Colombia’s public education system by transforming the classroom into a space where students’ native language (Spanish) is recognized as a cognitive asset rather than a deficit. Overall, this study demonstrates that code-switching, when used systematically and intentionally within contextually relevant teaching, enhances both English learning and students’ sense of belonging, offering valuable implications for inclusive and equitable bilingual education in under-resourced schools.